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The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students

Year 2020, Volume: 8 Issue: 1, 501 - 513, 15.03.2020
https://doi.org/10.17478/jegys.644812

Abstract

The main purpose of this study was to find out the
effectiveness of using Pre-reading activities on students’ reading
comprehension
and their
preference of Pre-reading activities
. There
were 55 first year college-aged students participating this study. The first
experimental group was treated using Pre Reading Questioning, while the second
experimental group using Pre Reading Vocabulary List.
The primary data were
collected from the students
post-test,
while the supporting data was gained through questionnaire. The primary data
were collected, then analyzed by using independent t-test formula. The result of the t-test analysis was 0.041 (0.041<0.05), which means
students who were taught using Pre-reading
Questioning
outperformed
those who were taught using Pre-reading Vocabulary List in reading comprehension.
From the questionnaire, Pre-reading Questioning
gained higher preference from
Pre-reading Vocabulary List. Pre-reading Questioning can make the students
understand the text better and
give them opportunity to practice thinking and analyzing than Pre-reading
Vocabulary List. It
means
that applying
Pre-reading Questioning is an effective way to teach reading
comprehension.

Supporting Institution

Indonesian Ministry of Research, Technology, and Higher Education under the Higher Education Partnerships Grant in 2019

Thanks

Indonesian Ministry of Research, Technology, and Higher Education under the Higher Education Partnerships Grant in 2019

References

  • Al Rasheed, H.S.S. (2014). Examining the Effectiveness of Pre-reading Strategies on Saudi EFL. College Students’ Reading Comprehension. English Language Teaching, 7(11), 79 – 91. http://dx.doi.org/10.5539/elt.v7n11p79.
  • Azizifar, A., Roshani, S., Gowhary, H., & Jamalinesari, A. (2015). The Effect of Pre-reading Activities on the Reading Comprehension Performance of Ilami High School Students. Social and Behavioral Sciences, 188–194. https://doi.org/10.1016/j.sbspro.2015.06.027.
  • Benettayeb, A. (2010). Extensive Reading and Vocabulary Teaching. Revue Académique Des Études Sociales et Humaines, 3(1), 20–30.
  • Bernhardt, B. (2004). Editorial: Maximizing success in phonological intervention. Child Language Teaching and Therapy, 20(3), 195 – 198.
  • Bilokcuoğlu, L. H. (2011). The Effects of Pre-Reading Activities in EFL Classes on Students’ Reading Comprehension. EUL Journal of Social Sciences, 2(2): 79 – 97.
  • Branch, A. (2016). The Effects of Pre-reading Activities on Reading Comprehension of Iranian EFL Learners. Advances in Language and Literary Studies, 7(3), 235–242. https://doi.org/10.7575/aiac.alls.v.7n.3p.235.
  • Cabaroglu, N & Yurdasisik, A. (2008). University Instructors’ Views About and Approaches to Reading Instruction and reading Strategies. The Reading Matrix, 8(2): 133 – 154.
  • Deeneey, T. (2016). Pre- and in-Service Teachers Reading and Discussing Informational Texts: Implications for Preparing Teachers to Meet the Common Core. SAGE Open, April-June 2016: 1–15. DOI: 10.1177/2158244016647994.
  • Ekaningrum, V. C., & Prabandari, C. S. (2015). Students’ Perception on Pre -reading Activities in Basic Reading II Class of the English Language Education Study Program of Sanata Dharma. LLT Journal: A Journal on Language and Language Teaching, 18(2). DOI: https://doi.org/10.24071/llt.2015.180206.
  • Hall, L.A. (2012). The Role of Reading Identities and Reading Abilities in Students’ Discussions About Texts and Comprehension Strategies. Journal of Literacy Research, 44(3): 239–272. DOI: 10.1177/1086296X12445370.
  • Hashemi, A. (2016). The Impact of Content-based Pre-reading Activities on Iranian High School EFL Learners’ Reading Comprehension. Journal of Language Teaching and Research, 7(1), 137–145.
  • Madaoui, R. (2013). Effects of Pre-Reading Activities on EFL Reading Comprehension by Moroccan College Students. Higher Education of Social Science, 4(3): 9–19.
  • Marinaccio, J. (2012). The Most Effective Pre-reading Strategies for Comprehension. St. John Fisher College Fisher Digital Publications. Retrieved from (http://fisherpub.sjcf.edu/cgi/viewcontet.cgi?article=1209&context=education_ETD_masters), accessed on 30 January 2018.
  • Mihara, K. (2011). Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension. TESL Canada Journal, 28(2), 51 – 73.
  • Poedjiastutie, D. & Oliver, R. (2017). English Learning Needs of ESP Learners: Exploring Stakeholder Perceptions at an Indonesian University. TEFLIN Journal, 28(1), 1 – 21.
  • Ponce, H.R. et.al. (2019). Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning. Journal of Educational Computing Research, 0(0), 1 – 22. DOI: 10.1177/0735633119865554.
  • Reynolds, D & Goodwin, A. (2016). Supporting Students Reading Complex Texts: Evidence for Motivational Scaffolding. AERA Open, 2(4): 1–16, October-December 2016. DOI: 10.1177/2332858416680353
  • Taboada, A. & Guthrie, J.T. (2006). Contributions of Student Questioning and Prior Knowledge to Construction of Knowledge from Reading Information Text. Journal of Literacy Research, 38(1), 1–35.
  • Yusuf, H. O. (2011). The Effect of Pre-reading Activities on Students’ Performance in Reading Comprehension in Senior Secondary Schools. Educational Research, 2(9), 1451–1455.
  • Zakaria, Z., Setyosari, P., Sulton., & Kuswandi, D. (2019). The Effect of Art Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers. Journal for the Education of Gifted Young Scientists, 7(3), 531-545. DOI: http://dx.doi.org/10.17478/jegys.606963.
Year 2020, Volume: 8 Issue: 1, 501 - 513, 15.03.2020
https://doi.org/10.17478/jegys.644812

Abstract

References

  • Al Rasheed, H.S.S. (2014). Examining the Effectiveness of Pre-reading Strategies on Saudi EFL. College Students’ Reading Comprehension. English Language Teaching, 7(11), 79 – 91. http://dx.doi.org/10.5539/elt.v7n11p79.
  • Azizifar, A., Roshani, S., Gowhary, H., & Jamalinesari, A. (2015). The Effect of Pre-reading Activities on the Reading Comprehension Performance of Ilami High School Students. Social and Behavioral Sciences, 188–194. https://doi.org/10.1016/j.sbspro.2015.06.027.
  • Benettayeb, A. (2010). Extensive Reading and Vocabulary Teaching. Revue Académique Des Études Sociales et Humaines, 3(1), 20–30.
  • Bernhardt, B. (2004). Editorial: Maximizing success in phonological intervention. Child Language Teaching and Therapy, 20(3), 195 – 198.
  • Bilokcuoğlu, L. H. (2011). The Effects of Pre-Reading Activities in EFL Classes on Students’ Reading Comprehension. EUL Journal of Social Sciences, 2(2): 79 – 97.
  • Branch, A. (2016). The Effects of Pre-reading Activities on Reading Comprehension of Iranian EFL Learners. Advances in Language and Literary Studies, 7(3), 235–242. https://doi.org/10.7575/aiac.alls.v.7n.3p.235.
  • Cabaroglu, N & Yurdasisik, A. (2008). University Instructors’ Views About and Approaches to Reading Instruction and reading Strategies. The Reading Matrix, 8(2): 133 – 154.
  • Deeneey, T. (2016). Pre- and in-Service Teachers Reading and Discussing Informational Texts: Implications for Preparing Teachers to Meet the Common Core. SAGE Open, April-June 2016: 1–15. DOI: 10.1177/2158244016647994.
  • Ekaningrum, V. C., & Prabandari, C. S. (2015). Students’ Perception on Pre -reading Activities in Basic Reading II Class of the English Language Education Study Program of Sanata Dharma. LLT Journal: A Journal on Language and Language Teaching, 18(2). DOI: https://doi.org/10.24071/llt.2015.180206.
  • Hall, L.A. (2012). The Role of Reading Identities and Reading Abilities in Students’ Discussions About Texts and Comprehension Strategies. Journal of Literacy Research, 44(3): 239–272. DOI: 10.1177/1086296X12445370.
  • Hashemi, A. (2016). The Impact of Content-based Pre-reading Activities on Iranian High School EFL Learners’ Reading Comprehension. Journal of Language Teaching and Research, 7(1), 137–145.
  • Madaoui, R. (2013). Effects of Pre-Reading Activities on EFL Reading Comprehension by Moroccan College Students. Higher Education of Social Science, 4(3): 9–19.
  • Marinaccio, J. (2012). The Most Effective Pre-reading Strategies for Comprehension. St. John Fisher College Fisher Digital Publications. Retrieved from (http://fisherpub.sjcf.edu/cgi/viewcontet.cgi?article=1209&context=education_ETD_masters), accessed on 30 January 2018.
  • Mihara, K. (2011). Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension. TESL Canada Journal, 28(2), 51 – 73.
  • Poedjiastutie, D. & Oliver, R. (2017). English Learning Needs of ESP Learners: Exploring Stakeholder Perceptions at an Indonesian University. TEFLIN Journal, 28(1), 1 – 21.
  • Ponce, H.R. et.al. (2019). Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning. Journal of Educational Computing Research, 0(0), 1 – 22. DOI: 10.1177/0735633119865554.
  • Reynolds, D & Goodwin, A. (2016). Supporting Students Reading Complex Texts: Evidence for Motivational Scaffolding. AERA Open, 2(4): 1–16, October-December 2016. DOI: 10.1177/2332858416680353
  • Taboada, A. & Guthrie, J.T. (2006). Contributions of Student Questioning and Prior Knowledge to Construction of Knowledge from Reading Information Text. Journal of Literacy Research, 38(1), 1–35.
  • Yusuf, H. O. (2011). The Effect of Pre-reading Activities on Students’ Performance in Reading Comprehension in Senior Secondary Schools. Educational Research, 2(9), 1451–1455.
  • Zakaria, Z., Setyosari, P., Sulton., & Kuswandi, D. (2019). The Effect of Art Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers. Journal for the Education of Gifted Young Scientists, 7(3), 531-545. DOI: http://dx.doi.org/10.17478/jegys.606963.
There are 20 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Gifted Education
Authors

Riza Weganofa 0000-0002-1497-5023

Nataria Pratiwi This is me 0000-0001-9158-5267

Ayu Liskinasih This is me

Gunadi Harry Sulistyo This is me 0000-0002-1153-7298

Publication Date March 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Weganofa, R., Pratiwi, N., Liskinasih, A., Sulistyo, G. H. (2020). The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students. Journal for the Education of Gifted Young Scientists, 8(1), 501-513. https://doi.org/10.17478/jegys.644812
AMA Weganofa R, Pratiwi N, Liskinasih A, Sulistyo GH. The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students. JEGYS. March 2020;8(1):501-513. doi:10.17478/jegys.644812
Chicago Weganofa, Riza, Nataria Pratiwi, Ayu Liskinasih, and Gunadi Harry Sulistyo. “The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students”. Journal for the Education of Gifted Young Scientists 8, no. 1 (March 2020): 501-13. https://doi.org/10.17478/jegys.644812.
EndNote Weganofa R, Pratiwi N, Liskinasih A, Sulistyo GH (March 1, 2020) The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students. Journal for the Education of Gifted Young Scientists 8 1 501–513.
IEEE R. Weganofa, N. Pratiwi, A. Liskinasih, and G. H. Sulistyo, “The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students”, JEGYS, vol. 8, no. 1, pp. 501–513, 2020, doi: 10.17478/jegys.644812.
ISNAD Weganofa, Riza et al. “The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students”. Journal for the Education of Gifted Young Scientists 8/1 (March 2020), 501-513. https://doi.org/10.17478/jegys.644812.
JAMA Weganofa R, Pratiwi N, Liskinasih A, Sulistyo GH. The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students. JEGYS. 2020;8:501–513.
MLA Weganofa, Riza et al. “The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 1, 2020, pp. 501-13, doi:10.17478/jegys.644812.
Vancouver Weganofa R, Pratiwi N, Liskinasih A, Sulistyo GH. The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students. JEGYS. 2020;8(1):501-13.